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Contents
Contents.........................................................................................................................................................................1
Cross-Curricula ..............................................................................................................................................................2
Curriculum Links............................................................................................................................................................3
Science.......................................................................................................................................................................3
Social Studies
Social Organisations and Processes Level 4 ..........................................................................4
Maths .........................................................................................................................................................................4
Number ......................................................................................................................................................................4
Measurement ............................................................................................................................................................6
Technology .................................................................................................................................................................6
Activity 1.........................................................................................................................................................................7
Reading ......................................................................................................................................................................7
Reading ......................................................................................................................................................................8
Activity 2.........................................................................................................................................................................9
Poetry/Drama ............................................................................................................................................................9
Activity 3...................................................................................................................................................................... 10
Photo Interpretation Photos supplied by the Daily News ................................................................................. 10
Activity 4...................................................................................................................................................................... 16
Maths ...................................................................................................................................................................... 16
Taranaki Regional Council monthly rainfall and river report ................................................................................ 17
for June 1997 ......................................................................................................................................................... 17
Activity 5...................................................................................................................................................................... 18
Weather Emergency – Flood.................................................................................................................................. 18
Activity 6...................................................................................................................................................................... 19
Timeline of weather related events ....................................................................................................................... 19
Activity 7...................................................................................................................................................................... 20
Weather monitoring technology............................................................................................................................. 20
Activity 8...................................................................................................................................................................... 22
Tropical cyclones .................................................................................................................................................... 22
Activity 9...................................................................................................................................................................... 23
Reading the Weather Map ..................................................................................................................................... 23
Activity 10 ................................................................................................................................................................... 26
Air pollution match up ............................................................................................................................................ 26
Activity 11 ................................................................................................................................................................... 27
Wind and rain.......................................................................................................................................................... 27
Activity 12 ................................................................................................................................................................... 28
Clouds ..................................................................................................................................................................... 28
Activity 13 ................................................................................................................................................................... 30
Activity 14 ................................................................................................................................................................... 32
Bibliography ................................................................................................................................................................ 33
Taranaki Regional Council – Weather Unit
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Cross-Curricula
The Arts
Mathematics
Clouds
Skyscape
Number
Statistics
Measurement
Social Studies
Photo Interpretation
Timeline – weather related
events
Wether Emergency – Flood
Wind and rain
Technology
Weather monitoring
Reading a weather map
Cross-Curiccula
Topic: Weather
Levels: 3-4
Health & Physical
Education
Weather Emergency – Floods
Air pollution
Language & Languages
Science
Reading
A Bit of a Blow
Friday No Mercy
Poetry Drama
Photo Interprepation
Te Reo Maori
Weather monitoring
Tropical cyclones
Reading a weather map
Air Pollution
Wind and Rain
Living under the mountain
Taranaki Regional Council – Weather Unit
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Curriculum Links
Science
NSPE&B (Making sense of Planet Earth and Beyond)
Achievement Aims
Investigate how people’s decisions and activities change planet Earth’s physical environment, and develop a
responsibility for guardianship of planet Earth and its resources.
Possible Learning Experiences
Level 1
–
–
Observe temperature
Talk about seasonal changes in relation t birthdays, holidays and seasonal events
Level 2
–
–
Record daily weather conditions for a month using instruments such as thermometers, rain gauges, and
wind direction indicators, and comparing this record with an equivalent record produced three months
earlier
Compare their own daily weather records with the weather reports in newspapers and on radio and TV
Level 3
–
Investigate the major features, including the water cycle that characterise Earth’s water preserves
Level 4
–
–
–
–
Investigate the major factors and patterns associated with weather, and use given data to predict
weather. Use weather maps-and/or satellite pictures to construct a table of data, to develop reading and
interpreting skills construct a timeline showing dates of natural disasters in New Zealand’s history
caused by the weather, eg: Cyclone Bola
Investigate unusual weather patterns linked to geological events such as major volcanic eruptions
Make a model barometer to find out how they work
Use barometers to record atmospheric pressure over a period of time
MSNSRT (Making Sense of the Nature of Science and its Relationship to Technology)
Level 4
– Plan and carry out a ‘fair test’ on the reliability of weather reports
MSLW L.4 (Making sense of the Living World)
–
Research and examine some of the solutions to pollution on land and sea
Taranaki Regional Council – Weather Unit
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Social Studies
Social Organisations and Processes Level 4
Achievement objective
Understand and demonstrate ways people reshape their social organisations in response to challenge or crisis.
Learning Activity
Level 4
Students interview a member of a civil defence organisation to find out how people in New Zealand prepare for
and respond to an emergency. They then prepare an action plan to show how people in their school should
respond to an emergency in their school.
Level 2
Students identify a problem that has arisen in the classroom or playground. They consider possible solutions
and consequences in order to choose and implement a solution.
Maths
Statistics
Classify events (such as weather events, eg no, rain) from their experience as certain, possible and impossible.
Level 2
–
–
collect and display category data and whole number data in pictograms, tally charts, and bar charts as
appropriate
talk about the features of their own data display, make sensible statements about the situation
represented by a statistical data display drawn by others
Level 3
–
–
–
collect and display discrete numeric data in stem-and-leaf graphs, dot plots and strip graphs, as
appropriate
talk about the features of their own data display
make sensible statements about an assertion on the basis of the evidence of a statistical investigation
Level 4
–
–
–
–
–
plan statistical investigation
collect appropriate data
choose and construct quality data displays (frequency tables, bar charts and histograms) to
communicate significant feature sin measurement data
collect and display time series data
report on distinctive features of data
Number
Level 1 Students should be
–
–
developing a number sense by exploring number in the contexts of their own experiences and the
world around them
exploring the meaning of digits in any 2-digit whole number
Level 2
–
–
developing a number sense by exploring number in the context of their everyday experiences and
the world around them
counting, recording and comparing numbers
Level 3
–
–
extending their understanding of the number system
exploring the use of decimals and fractions in society
Level 4
–
–
relating fractions to decimals
talking about the use of percentages in everyday contexts
Taranaki Regional Council – Weather Unit
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–
saying decimals as percentages
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Measurement
Achievement objectives
Level 1
–
–
order and compare lengths, masses and volumes (capacities) and describe the comparisons using
measuring language
measure by counting non-standard units
Level 2
–
–
–
carry out practical measuring tasks, using appropriate metric units for length, mass, and capacity
demonstrate knowledge of the basic units of length, mass, area, volume (capacity, and temperature
making reasonable estimates
perform measuring tasks, using a range of units and scales
Level 3
–
carry out measuring tasks involving reading scales to the nearest graduation
Technology
Technological knowledge and understanding
–
–
–
–
Students observe weather forecasting and reporting in their environment
Observe the way weather reports are made available for the public
Invite a weather expert to discuss features of weather maps etc
Investigate how weather instruments, weather vanes, barometers work
Technological capability
–
–
–
Students collect weather data using standard instruments
Students invent and create their own weather measuring devices
Students forecast or report on weather data to their school community
Technology and society
–
Students discuss the importance of weather forecasting and data analysis to the general public
and specific groups, eg: farmers, civil defence
Assessment
–
Students demonstrate their knowledge of weather map and their weather measuring devices
Taranaki Regional Council – Weather Unit
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Activity 1
Reading
A bit of a blow
School Journal Part 2 No 1 1991
Comprehension/interpretation
1.
What was the first weather event that woke him up?
2.
What did the tornado sound like as it approached?
3.
What was the scene like outside the house?
4.
Why were some people crying?
5.
How did emergency services help?
6.
Why was the power off the next day?
7.
Why was the school soccer field out of bounds?
8.
How much did the steel girder weigh?
9.
What was the weather like when he went to bed?
10. What speed did the tornado probably reach?
Vocabulary
Find words similar in meaning (synonyms) to these:
main beam
loud rattle
caved in
velocity
ruined
p.23
p.19
p.22
p.23
p.20
burst
researchers
violent whrilwind
waterproof covers
unachievable
p.22
p.23
p.20
p.21
p.23
Analysis
Imagine you were involved in an event like this
How would you feel?
What would be your concerns?
How would you respond?
How could a family prepare for a situation like this?
Who would be involved in the event after the tornado to help return life to normal?
Taranaki Regional Council – Weather Unit
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Reading
Friday of No Mercy
School Journal Part32 No 1 1986
Comprehension
1.
How many other passengers were on the bus with Sarah?
2.
Why did the driver suddenly stop the bus?
3.
What was the car driver most concerned about?
4.
How did Sarah feel when she didn’t know if she could go home?
5.
How did Sarah get home eventually?
6.
What was the thing that made Duncan saddest?
7.
How high was the water in the morning?
8.
What did they do with some of their furniture and toys?
9.
Why did Brooke and Duncan start crying?
10. What were some of the first things they did when they returned home?
Vocabulary
Find synonyms (words similar in meaning) for these words:
shock
frightened
compassion
tool
p.35
p.35
p.32
p.38
flowing
securely
traveller
p.33
p.34
p.32
Interpretation
1.
Why is this article called ‘Friday of NO MERCY’?
2.
How would you feel in a situation like this?
3.
Who helped in this crisis?
4.
Who will be involved in the clean up?
5.
What preparation can be made for an event like this?
Taranaki Regional Council – Weather Unit
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Activity 2
Poetry/Drama
Study the two poems and see if you can find some examples of the following:
Simile
a figure of speech that likens one thing to another,
eg: as slippery as an eel, roars like a lion.
Metaphor
a figure of speech that compares something with something unrelated
implying a resemblance, eg: the wind is a lion roaring
Alliteration
the use of the same sound at the start of words occurring together,
eg: round the ragged rock
Onomatopoeia the use of naturlaly suggestive words for effect, eg: crash, beep, buzz
Questions
Do the writers appear to feel positive or negative about the storms? (explain using words from the poems).
How do the writers cope with the storms, ie: what actions do they take.
Activities
–
write your own storm poems using interesting words and some of the techniques listed above.
–
Dramatise these poems by stamping your feet, flicking on and off the lgiht switches, making noises to
imitate the wind. Present these to the class in groups
–
Enhance one of these poems on your own, in an illustrated poem format using illustrations to enhance
the effect of your poem.
Storm Day by Bernard
Bernard Gadd
The wind today
is sending its squalls
over and over
my windows like waves.
And the glass rattles
like stones caught
by the sea. But I’m not
on an ocean, I’m not
icy with scare,
so I smile at the gusts
and grin at the rain
thaty they fling at me, fling
again and again.
Who’s Afraid of Thunderstorms? by Marlene Bennetts
Above,
thunder sounds –
hundreds of zebras running an African plain –
and lightning flashes brighten my room.
On, off, on, off,
as if someone is
flicking the light switch.
The wind moans and
slashes the rain against the window-glass.
I’m not afraid,
I’ll keep my head
under the blankets
until the storm goes away.
Taranaki Regional Council – Weather Unit
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Activity 3
Photo Interpretation
Photos supplied by the Taranaki Daily News
Weather Unit
Photo 1
Umbrella Man
1.
Where is this happening?
2.
What is happening in this photo?
3.
What type of weather has caused this event?
4.
What are some of the likely effects of this type of Event?
5.
How can people prepare for this type of event?
Partial Disclosure
Photo 2
Letter Box Kid
1.
What is happening here?
2.
What is this boy sittingon, why?
3.
What has happened here?
4.
What has caused this emergency?
5.
Who will be involved in this emergency?
Photo 3
Waves Crashing
1.
What is happening here?
2.
what has contributed to this event?
3.
what are the dangers to people in an event like this?
4.
What measures have been taken to try and avoid this happening?
5.
What damage to land could result from this?
Photo 4
Sitting on the Dirt
1.
What is the lady doing?
2.
Why is she looking upset?
3.
What has happened to her garden?
4.
What weather event may have caused this?
5.
What clean up will be necessary after this event?
Photo 5
Comfort
1.
What is happening in this photo?
2.
What has happened before this photo?
3.
What weather event was probably involved?
4.
What does the lady have in her arms?
5.
How can people help in situations like this?
Taranaki Regional Council – Weather Unit
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Umbrella Man
Taranaki Regional Council – Weather Unit
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Letter Box Kid
Taranaki Regional Council – Weather Unit
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Waves Crashing
Taranaki Regional Council – Weather Unit
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Sitting on the Dirt
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Comfort
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Activity 4
Maths
Number Statistics
The Taranaki Regional Council monthly rainfall and river report for June 1997
1.
How many dats of rain (>0.5 mm) were recorded at North Egmont?
2.
How does this comapre with the normal rainfall for June?
3.
How does it compare with June 1996?
4.
Which station has had the lowest rainfall for June?
5.
Which station has had about half its normal rainfall for June?
6.
Which station had the lowest number of rainy days?
7.
How high was the Waitotarta River reached on record?
8.
What direction did most of New Plymouth’s wind come from?
9.
Was this the same for Okoki?
10. What percentage of wind came from the northwest for New Plymouth?
11. What was the difference between the maximum wind speed recorded at New Plymouth and Okoki?
12. What was the mean wind speed for New Plymouth?
Extra – make up some questions on your to try with your classmates
Activities
(a) Find out the average amount if rain that fell on the days it rained in a chosen area, eg: Everett Park
– 109 m in 10 days – 10.9 mm per rainy day
(b) Round the June 1997 minimum river heights to two decimal places
(c) Round the June 1997 mean river height to one decimal point
(d) Add two wind direction percentages for Okoki that account for more than 505 of the wind direction
Graphing
Composite bar graph
Graph the percentage of monthly normal rainfall with percentage of June rainfall for 1996. You will need a
double bar graph using two colours.
Pie graph
Complete a pie graph for wind direction for June in New Plymouth or Okoki.
Stem and leaf graph
Construct a tem-and-leaf graph for number of rainy days at the stations around Taranaki. NB: Information on
stem-and-leaf graphs can be found in the glossary of ‘Mathematics in the New Zealand Curriculum’.
Line graph
Make a line graph of maximum and minimum river heights of the eight rivers listed.
Taranaki Regional Council – Weather Unit
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28 July 1997
Taranaki Regional Council monthly rainfall and river report
for June 1997
Table 1 Rainfall
Monthly
Total
% of
monthly
monthly
rainfall
normal
(mm)
(%)
626
114
Station
Sub-region
Number of
rain days
North Egmont
Egmont Ntnl Park
(>0.5 mm)
21
Mangorei
New Plymouth
11
104
Waiwhakaiho*
Egmont Village
10
Everett Park
Inglewood
10
Kaka Road
Okoki
Mangaoapa Road
Pohokura Saddle
Year to date
% of
normal
for year
to date
88
91
1997
total to
date
(mm)
258
65
94
550
73
63
125
64
64
767
83
64
109
58
74
694
74
68
8
87
46
55
672
69
54
Purangi
10
85
43
63
552
58
52
Pohokura
10
75
45
55
561
65
53
Duffy’s Farm
Hawera
11
46
40
37
370
65
74
Punehu*
Pihama
10
97
91
83
470
87
91
Durham Street
Patea
10
61
51
46
498
70
69
11
92
63
50
502
72
70
Waitotara
Waitotara Valley
Note: * = NIWA station
% of
June
1996
% of
1996 at
same
time
68
Table 2 Rivers
Recorded height
(m)
Minimum
Maximum
River and site
June 1997
Max
Max over
entire record
June 1997
min
min over
entire record
Waitotara at Rimunui Stn
3.935
16.7
0.l559
0.39
Tawhiti at Duffy’s Farm
0.417
1.34
0.218
0.08
Mean
June mean
June 1997
over entire
Mean
record
0.917
#
0.256
Record
length
(years)
3½
0.375
11 ½
Waiwhakaiho at SH3*
2.603
4.40
0.764
0.68
0.931
1.057
17
Waitara at Bertrand Road
3.277
10.07
1.404
1.08
1.840
2.250
17
Waitara at Mangaoapa Road
3.536
9.95
1.510
1.27
1.793
#
5½
Manganui at Everett Park
2.636
7.0
0.555
0.35
0.810
#
5½
Punehu at Pihama*
0.686
2.20
0.315
0.25
0.377
0.438
27
Waiongana at SH3a
Note: * = NIWA station
1.995
4.78
1.295
1.17
1.421
1.471
16 ½
Table 3 Wind
Sub-region
New Plymouth
Okoki
North
12.7
3.3
Percentage of month with winds from following directions
NE
East
SE
South
SW
West
21.3
12.4
10.1
28.3
8.3
4.0
NW
2.9
Speed (km/h)
Mean
Maximum
11.3
70.0
13.5
2.2
10.5
17.5
32.8
15.6
9.9
5.1
56.7
General comments
June rainfall totals (Table 1) show that taranaki was considerably drier than normal in most areas with the only exception being
high on the northern slopes of the mountain. The low rainfall is reflected in Table 2 which shows below average river levels for
the time of year in most areas. Coastal areas received near average rainfall for June, which has helped to bring their year-dodate totals close to normal. Annual rainfall totals in most other areas are below average and well down on this time last year.
Only one Heavy Rainfall Warning was issued by the Met Service during June and did not result in any major flooding in
Taranaki.
G Best
HYDROLOGIST
Taranaki Regional Council – Weather Unit
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Activity 5
Weather Emergency – Flood
Imagine your home is in an area prone to flooding. There has been heavy rain and water levels are rising around
your home. You have been instructed by civil defence to evacuate your home and move to higher ground.
From the list below choose the 10 most important items that you should take with you
Be prepared to explain your choices to the rest of the class. You may work with a partner or in a small group.
family photo album
paper and pen
radio and batteries
drinks
warm clothes
lawnmower
torch
magazine/books
important documents
eg birth certificates/passports
warm blankets
gas stove
canned food
video games
packet food/canned food
first aid kit/multifunction knife
TV/video games
pets/pet food
buckets
armchair
toothbrush
gumboots
spade
chocolate bars
inflatable boat
personal medication
What could you do with some of the important things that you could not take with you?
Extra
Contact civil defence by fax to find out how people in New Zealand prepare and respond to an emergency.
Prepare an action plan to show how people in your school should respond to an emergency,
eg: tornado or damage causing winds.
Civil defence fax no. in New Plymouth 06 757 8019
Taranaki Regional Council – Weather Unit
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Activity 6
Timeline of weather related events
Some destructive storms in New Zealand’s history
February 1936
Cyclonic storm over much of the North Island.
August 1948
Tornado at Hamilton – 3 people killed
November 1967
Tornado at Woodville
April 1968
Ex tropical cyclone ‘Giselle’ (Wahine storm)
August 1976
Ex-tropical cyclone ‘Alison’
July 1976
Severe wind damage in the Te Aroha district
March 1988
Ex-tropical cyclone ‘Bola’
October 1988
Damaging wind affects Canterbury
March 1990
Cyclone Hilda causes flooding in Taranaki
August 1990
Damaging tornado hits Bell Block and Inglewood
December 1996
Cyclone Fergus causes floods in Northland and Coromandel
January 1997
Cyclone Drena causes damage to Taranaki coast
Arrange the weather events on a timeline. You may wish to research other weather-related events or other civil
defence events, eg: earthquakes. You may also wish to include significant events in your family’s history, eg:
Dad born, moved house, started school.
Note: To make your timeline more attractive you may wish to illustrate with
pictures or graphics
Taranaki Regional Council – Weather Unit
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Activity 7
Weather monitoring technology
Below are some of the instruments used for monitoring weather
–
This can be useful to help find out the climate of the area you live in and how much it changes
throughout the year
–
You can also find out whether your climate is suitable to grow certain plants
–
You can also find out which months of the year are the most suitable for certain events, eg: school
cross-country, sports day, gala day, planting seeds
Anemometer
An instrument for measuring wind, usually consisting of 3 or 4 cups on spokes. You can make one of these
using straws for spokes and hot glue on half ping pong balls for cups.
Barometer
An instrument that measures air pressure. Generally falling air pressure forecasts bad weather and rising air
pressure indicates good weather approaching. You can make one by inventing a bottle in a jar, part filled with
water. When the water is high in the bottle the air pressure is high, when low in the bottle, air pressure is low.
Rain gauge
An instrument used to measure rainfall. These sometimes consist of a hollow cylinder containing a long
narrow tube. The tube is connected to a funnel at the top.
You can make one of these using funnels, jars and tubes. There are many possible designs.
Sunshine recorder
An instrument measuring the duration of sunshine each day at a particular place. The sun’s rays are focused
onto special paper and burn a tract as it travels across the sky.
Thermometer
An instrument used to measure temperature. Some thermometers can measure the minimum and maximum
for the day.
Weather vane
An instrument which indicates the direction the wind is blowing. You can make one of these following the plan
in S.I.T.E. newsletter.
Become a weather monitor
Monitor the weather over a period of time. In groups take responsibility for measuring weather in different parts
of the outside school environment. Use existing technology or design and create your own.
You could monitor wind direction, wind speed, rainfall and temperature over the period of a month or measure
changes from month-to-month throughout the year.
You may find some interesting variations from site-to-site throughout the school.
Questions based on your weather monitoring findings
Where in the school would be a good place to:
1.
Eat lunch – sunny, warm, sheltered
2.
Plant a tree that liked rain but not wind
3.
Plant a tree that likes warm temperatures and wind
4.
Have a fernery, ie: wet, shaded
5.
Position the school incinerator, ie: smoke blows away
Taranaki Regional Council – Weather Unit
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Taranaki Regional Council – Weather Unit
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Activity 8
Tropical cyclones
Read the information about tropical cyclones provided by the METSERVICE
See if you can answer some of the following questions:
1.
Where did the word cyclone probably come from?
2.
How are cyclones named?
3.
What usually happens when a cyclone leaves the tropics?
4.
Why do the Met Service not issue cyclone warnings too early?
5.
What factors contributed to sea levels being raised during cyclone Drena?
6.
During which months are cyclones most common in New Zealand?
7.
During which months are there no cyclones in New Zealand?
8.
What is a possible reason for the increase in cyclones and the longer
cyclone season recently?
9.
Why are cyclones useful to the earth as a whole?
10. Convert 50 knots to kilometres per hour
Vocabulary
Find the meanings of the following words:
conducive
implemented
compact
dichotomy
erratically
complacent
centrifugal
latitude
significant
centripetal
maintain
torrential
Refer to Appendix
Taranaki Regional Council – Weather Unit
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Activity 9
Reading the Weather Map
Some background information
The weather map we see on TV and in the newspaper with lines, arrows, numbers and symbols on it is called
a MSL (mean sea level) chart. It shows what is happening at the surface where most of us are.
The plain lines that curve across the chart are called ‘isobars’. The air pressure is the same along the
distance on the line. Some of the lines have numbers on them. These show the air pressure a barometer
would indicate on this line.
Groups of isobars that show where the pressure is higher than anywhere else are called ‘highs’ or
‘anticyclones’ and are shown by a letter H. anticyclones move in an anticlockwise direction in the southern
hemisphere.
Groups of isobars that show where the pressure is lower than anywhere else in the area are called ‘lows’ or
‘depressions’ and are shown by the letter L. depressions move in a clockwise direction in the southern
hemisphere.
Winds flow almost directly along the isobars (clockwise for lows – anticlockwise for highs). We can tell the
direction of the wind at any place on the amp.
We can also tell the strength of the wind. If the isobars are close together the wind strength is strong. If the
isobars are apart the wind strength is weak.
Hills and mountains also influence the weather. The wind acts on these in the same way that water flows over
between and around rocks in a river. So as the water rushes between boulders, the wind blows strongly
through gorges.
Troughs and ridges
These are shown by a deviation in the isobar lines in a High (ridge of high pressure) or Low (trough of low
pressure).
Fronts
Fronts mark the boundary between warmer air and colder air in a depression. When a front passes a place it
is likely to become warmer or colder than before.
When cold air is advancing we have a cold front indicated by triangular symbols toward where the front is
moving.
When warm air is advancing we have a warm front marked by a semi-circular symbols towards where the
front is moving.
When we have neither warm nor cold air advancing we have a stationary front; shown by triangles and semicircles on opposite sides of the line.
When there is not much temperature difference along the front we have an occluded front marked by
triangles and semi-circles on the same side of the line.
Anticyclones are usually associated with fine weather. Usually this is true, but there is often cloud which
sometimes gives rain. Anticyclones usually have light winds because of well spaced isobars.
Depressions usually bring (rainy) cloudy weather with higher winds due to the close isobars.
Taranaki Regional Council – Weather Unit
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On the map of New Zealand and surrounds mark the following:
A high with a ridge in it to the northeast of New Zealand with three isobars 1025 at the centre to 1015 at the
outside.
A low with a trough in it to the west of New Zealand with three isobars going from 1000 in the centre to 1010 at
the edge.
A cold front coming off the centre of the low to the northwest
Show the direction the air will be circulating in the highs and lows
A low with close isobars which would bring strong northerly winds to Taranaki
Study the weather map for Friday January 10
What is approaching from the north?
What type of weather will it probably bring?
What direction (clockwise/anticlockwise) with the wind be moving?
What direction would the wind be coming from in Auckland?
What type of front is over the South Island?
What type of weather is coming from the southwest?
Study the weather map for Monday May 5
What type of weather pattern is over New Zealand?
What will the wind be like?
What will the weather probably be like?
What type of front is approaching from the southwest?
What type of weather pattern is coming from the south?
Taranaki Regional Council – Weather Unit
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Taranaki Regional Council – Weather Unit
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Activity 10
Air pollution match up
Match the titles in Column A to the definitions in Column B
Column A
The Greenhouse Effect
Column B
A gas produced naturally when animals breathe and plants decay and
artificially when burning fossil fuel
Atmosphere
The heat energy trapped by carbon-dioxide gas in the atmosphere
keeping the earth warm
Carbon Dioxide
A gas found in a layer about 25 km above earth absorbing the sun’s UV
rays
Methane
Chemicals invented by humans used in air conditioners, refrigerators,
some aerosols and polystyrene manufacture
Chlorofluorocarbons (CFCs)
A gas contributing to the greenhouse effect produced by rotting rubbish
bacteria in rice paddies and animal waste
Global warming
The destruction of the ozone layer caused by CFCs attacking ozone gas
Deforestation
The clearing of the earth’s forests, leading to carbon dioxide being
released and less CO2 being absorbed
Ozone
The increase in the earth’s temperature due to the greenhouse effect
The Ozone Crisis
The layer of gases containing nitrogen, oxygen and carbon dioxide
surrounding the earth
Extra
Write on the topic of solving the problems of ozone depletion and global warming.
Suggest ways that we as individuals and as a world community can avoid further
global warming and ozone depletion
eg
1.
2.
3.
4.
5.
by reducing carbon dioxide release
stopping production and use of CFCs
stopping rainforest destruction/plant trees
improving public transport
setting up recycling centres
Taranaki Regional Council – Weather Unit
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Activity 11
Wind and rain
Beaufort Wind Scale
Civil defence monitors wind around the region during an event by asking local volunteers to use the beaufort
scale in their area.
Fill in the description of effect around us with the jumbled descriptions below, alternatively make up your own
description based on your school or home environment, eg, tree outside brushes against window, rubbish bin
blows over.
Beaufort Wind Scale
Beaufort
number
Descriptive
term
0
1
2
3
4
5
6
7
8
9
10
11
calm
light air
light breeze
gentle breeze
moderate breeze
fresh breeze
strong breeze
near gale
gale
strong gale
storm
violent storm
Wind speed
in kilometre
per hour
0–2
2–5
6 – 11
12 – 19
20 – 29
30 – 39
40 – 50
51 – 61
62 – 73
74 – 86
87 – 100
101 - 115
description of effect around us
Smoke drifts
Small branches are moved. Raises dust
Breaks twigs off trees. Walking against wind difficult
Large branches in motion. Whistling heard in telephone and power lines
Smoke rises vertically
Very rarely experienced. Widespread damage
Leaves and small twigs in constant motion. Light flags extended
Signs, fences blown down, some damage
Small trees sway. Crested wavelets form on inland waters
Wind felt on face. Leaves rustle. Flags stir
Trees uprooted. Considerable structural damage occurs
Whole trees in motion. Inconvenience felt when walking against wind
Rainfall at various Taranaki sites
Use the table and study the data about rainfall around Taranaki
What is the average rainfall near where you live?
Name a location that has approximately twice the rainfall of
another
Name two areas that have similar rainfall
Generally speaking what happens to rainfall figures as we
increase altitude?
Location
Altitude (m)
North Egmont
Dawson Falls
Stratford Mountain House
Stratford
Pohokura Saddle
Egmont Village
Inglewood
Eltham
Hawera
Huatoki, New Plymouth
Patea
New Plymouth Airport
Opunake
Cape Egmont
955
945
846
311
300
198
195
183
105
70
42
30
27
08
Average
rainfall (mm)
7000
5877
6370
2019
1822
1963
2317
1550
1173
1548
1159
1529
1239
1425
Taranaki Regional Council – Weather Unit
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Activity 12
Clouds
Clouds are made up of billions of tiny water drops or ice crystals floating in the sky
Although there are many types, there are three main types; cumulus, stratus and cirrus clouds
Cumulus clouds
Look like fluffy cotton wool and are often around when the sky is blue. They are formed by the sun
warming up moist air. As the moist air rises it is cooled so it turns to water droplets. Cumulus clouds
form about 500 metres up.
Stratus clouds
When you see a high sheet of low cloud this is probably stratus cloud.
This cloud form occurs when warm moist air rises up slowly over a bank of cold air.
Cirrus clouds
Cirrus clouds form very high up in the sky and are made of ice crystals rather than water as it is so
cold up there. These clouds are often wispy in appearance and sometimes look like the tail of a
horse.
There are many sub-categories of these clouds which are named according to their formation and how high
they are in the sky.
Activity Art
Sketch as many types of cloud over a period of days and try to categorise them.
Draw and paint a sky-scape and add features to it such as buildings, trees, aeroplanes, hot air balloons, birds,
parachutes, helicopters, leaves, lightning.
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Taranaki Regional Council – Weather Unit
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Activity 13
Below is some Māori reo to practise when you are talking about the weather
Although these are not all the words possible to explain weather, they will give you a good start.
weather – āhua o te rangi or huarere
weather forecast – tirorangi ortohu huarere
cold – makairiri
hot – wera
windy – Hauhau
warm – mahana
cloudy – tāmaru
sunny – rāhana
snow/icefalling – hukarere
frost – hukapapa
snow – pūmā
stormy – tūpuhi
thunderstorm – marangai
flood – waipuke
showers – hāuaua
cold wind – hauanu
heaha teāhua o t era? .................................... what is the weather like today?
e whiti te rā...................................................... the sun is shining
he ra uaua ....................................................... it is wet
tino wera te ra ................................................. it is hot
kei te tino wera t era ne?................................ it is hot today isn’t it?
tino makariri te ra ........................................... it is cold
he makariri te tonga ...................................... the south wind is cold
Seasons of the year – Ng wa o te tau
spring – kōanga
autumn – ngāhuru
summer – raumati
winter – makariri
Pupuhi mai an ate hau ki tōku aroaro ........... The wind is blowing toward my face
Ka rongo tōku tinana kit e hauanu ................ My body feels the cold wind
Kurawhiu an ate hukarer................................ The hail was lashing down
Kua uhia te whenua kit e hukapapa.............. The land has been covered in frost
He kaha te hau ne?......................................... The wind is very strong isn’t it?
References: He Pūranga Tākupu A Taranaki
The Reed Dictionary of Modern Māori
Taranaki Regional Council – Weather Unit
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The hydrological cycle
Water follows a
cycle as it passes from
the sea to the atmosphere,
atmosphere,
to the land and back to the sea
again. The sun provides the energy.
energy.
.See if you can identify these Māori words and find their English translations
Sun............................................
Rainbow ........................
Atmosphere above earth .................................
Clouds .......................................
Rain ...............................
Smoke...............................................................
Moon.........................................
Bush ..............................
Trees .................................................................
Wind..........................................
Snow..............................
Evaporation ......................................................
Rivers ........................................
Sea ................................
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Activity 14
Living under the Mountain
Mount Egmont/Taranaki has a big influence on our climate here in Taranaki and our weather would be quite
different if it wasn’t for the mountain.
The mountain affects the moisture in the air. When the moisture from the air condenses on the mountain it
turns to rain or snow. In other words the mountain alters moisture in the air.
When we see a cap on the mountain people often say that it means it is going to rain.
There may be a scientific reason for this as the cap is made from moist air condensing on the cold mountain
top. This could show that there is a lot of moisture in the air and maybe rain on the way.
The mountain also causes orographic rain; this is
rain that is caused when moist air is forced up
until it gets cold and condenses and forms rain.
The other important feature of the mountain is that it is on a piece of land that protrudes into the ocean (a
peninsula). This area of land is often the first land mass that weather systems encounter when they come off
the ocean. So quite often large masses of heavily saturated air turn to rain when they come across the land with
the mountain on it. If the mountain wasn’t there some of the rain would pass over.
The mountain sometimes shelters certain parts of the region from cold wind and rain depending on which
direction the weather is coming from.
Much of Taranaki’s wind and rain moves up and around the mountain, instead of going right over the top of the
peak. This is due to the conical shape of the mountain. In other mountainous areas such as the Southern Alps
of New Zealand, the wind and rain go up and over the mountains dropping much of their rain on one side.
Rainfall and altitude
The higher we go up the mountain the more rain we tend to encounter. This is because as we go higher the air
becomes colder and turns more wet air into rain, or snow if it gets really cold.
Graph the table from page 25 figures using a line graph. Or draw an outline of the mountain and plot in the
altitude and average rainfall figures.
Because our mountain is steep, the rain gets from the mountain to the sea quickly. This means that rivers rise
quickly and floods can occur without a lot of warning.
An example of this is the Manganui River which has risen by 2.6 metres in 15 minutes.
Measure of rainfall
Measure the rainfall at your home for a period of time and compare your results with other parts of the region.
Taranaki Regional Council – Weather Unit
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Bibliography
The Climate and Weather of the Taranaki Region, C S Thompson
The Greenhouse Effect and the Ozone Layer, Ron Thomas and Jan Hipgrave,
MacMillan Publishing 1991.
Making sense of the Weather Map, New Zealand Meterological Service
The New Zealand Weather Book, Whitcoulls Publishers 1985
Weather, John Farndon, Harper Collins Publishers 1992
Weather and Climate, MacDonald Junior Reference Library, BPC Publishing 1973
Weather Science Resource Unit, Level 1 Number 12, Department of Education
Taranaki Regional Council – Weather Unit
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Tropical cyclones – background information
Cyclone FERGUS interfered with New Year travel plans of many when it dumped over 400 mm (more than a
foot) of rain over the Coromandel as 1996 came to a close. Then, a dozen days later, DRENA gave six hours of
storm force winds to Auckland on a Friday evening, followed by sea over-topping the sea-wall at Coromondel.
Who dreamed up these names, and why did they visit New Zealand?
Forming a tropical cyclone
FERGUS and DRENA started their lives in the tropics, feeding off the extra energy available from warm seas.
When sea surface temperatures are warmer than 26 degrees, and the upper air conditions are conducive,
tropical thunderstorms, breeding off the evaporated sea, start to gang together so that the heat their rain
releases causes air pressure inside them to drop. This draws-in more moist air. At the equator, wind can only
blow in straight lines, and a pressure imbalance is relieved as it forms. But FERGUS and DRENA formed near
ten degrees south, where the effect of the spinning earth forces wind to blow in curves, turning the growing
gang of thunderstorms into a spiralling cluster. The indrawn air was insufficient to compensate for falling air
pressure within the thunderstorms. a positive feedback look formed with lowering air pressure leading to more
indrawn air, more rain, more pressure fall, etc.
A ‘cyclone’ is a generic term meaning an area of rotating wind (it either comes from the Greek Kuklos (to rotate)
or Cyclops (one-eyed monster). The word ‘depression’, when applied to a weather map, simply means an area of
low pressure. When winds rotating around a cyclone in the tropics build to gale force (averaging 34 knots/62
km/hr or more), the feature is called a ‘tropical cyclone’ and given a name. Areas of low pressure in the tropics
that do not meet this requirement are called ‘tropical depressions’ and remain nameless.
Naming a tropical cyclone
Once formed, each tropical cyclone is given a name to help in its identification. This is done by the appropriate
Tropical Cyclone Warning Centre. These names are prepared well in advance by the Tropical Cyclone Committee
of the Geneva-based World Meteorological Organisation (WMO). There are several Tropical Cyclone Warning
Centres around the world and each keeps its own list, usually made up from names typical of that part of the
world. The lists are used in alphabetical order, but occasionally letters such as Q V and Z are skipped. Tropical
cyclones were once just given numbers. The idea to use names was experimented with during the WW2 (when
USA was bombing Japan) and implemented in the 1950s. For a while only girl names were used, but in the late
1970s boy-names were added.
FERGUS was named by the Brisbane Tropical Cyclone Centre on Boxing Day. DRENA was named by the Fiji
Tropical Cyclone Warning Centre whilst in the eastern Coral Sea on 4 January. Fiji and Brisbane were at different
stages of their cyclone-naming alphabet, hence the alphabetical dichotomy.
Hurricanes and typhoons
A tropical cyclone will keep gathering momentum while it can feed on warm-moist-air (over warm seas). Its
growth slows once it has developed an ‘eye’ – an area of light winds and almost clear skies at the centre of the
spiral. This eye is surrounded by the ‘eye-wall’, a ring of wind and torrential rain which houses 80 percent of the
total energy of the system. The eye forms when centrifugal forces within the cyclone help air to sink into its
heart; a typical eye is 10 to 30 km across, but may be 100 km across at its top. In the eye-wall, centrifugal
forces and centripetal forces are combined so that winds reach ‘hurricane force’.
A ‘hurricane force wind’ is defined as any wind averaging 64 knots/118 km/hr or more, and comes from the
Caribbean hurucan (devil or big-wind). Tropical cyclones with winds of hurricane strength (or force) are classified
in most parts of the world as being of hurricane intensity, given a hurricane warning and called hurricanes (note
that warnings for winds of hurricane force in New Zealand are called ‘storm warnings’). About Asia such a
tropical cyclone is referred to as a typhoon,
typhoon a term which either comes from the Chinese words tai fung (wind
that strikes) or, possibly, from the Greek monster Typheous (the father of all storms).
DRENA grew to be a hurricane; it had a classical eye when it was near New Caledonia (but the eye-wall was so
compact that it didn’t make land fall). Satellite imagery of FERGUS did not show an eye.
Leaving the tropics
When a tropical cyclone moves out of the tropics (the trophic of Capricorn is 22 South), it encounters sea water
cooler than 26°C and the fuel supply of moist air is no longer rich enough to maintain the system. First signs of
this are when it loses its eye, or when cold (near cloud-free) air breaks through the eye-wall, or when its canopy
of upper clouds is sheared away by encountering stronger winds aloft. The system can no longer maintain an
eye-wall and so wind and rain areas start to fan out and spread themselves more thinly over a wider area.
When a tropical cyclone enters the ‘sub-tropics’ and ‘mid-latitudes’ it brings a wealth of warm air into the cooler
environment.
A depression (area of low pressure on a weather map) in the mid-latitudes gets its energy from the difference in
temperature between the cold and warm air it draws in. sometimes a ‘former tropical cyclone’ encounters a
patch of very cold air and uses the energy of this temperature difference to reactivate its wind and rain. This is
what happened to Cyclone Bola in March 1988, and to Cyclone Giselle (behind the Wahine sinking in Wellington
in April 1968).
Upon observing a tropical cyclone move out of the tropics, forecasters like to then refer to the system as ‘former
tropical cyclone’, ‘ex-tropical cyclone’, ‘deep depression of tropical origin’, or even ‘extra-tropical cyclone (extra
means ‘out of’). These terms are usually misinterpreted by the general public as being a downgrading of the
system or a change of mind by the forecasters. While it is true that these cyclones can behave erratically (and
the erratic forecasts reflect this), the actual change from tropical cyclone to a mid-latitude depression is already
allowed for in the warnings and no ‘downgrade’ in warning is intended.
During FERGUS the false impression engendered by the word ‘downgrading’ led to some confusion. When
DRENA left the tropics, MetService experimented with simply changing the description from ‘Tropical Cyclone
DRENA’ to ‘Cyclone DRENA’. This resulted in less confusion and will be adopted in future for other threatening
cyclones.
Impact on New Zealand
There is an art in issuing the first weather warning for an incoming cyclone. If done too early, people on the
receiving end either become complacent or think of it as a false alarm even before the event occurs. If done too
late, people do not have enough time to take precautions or change plans. From experience (and because of
the inbuilt validity period of weather forecasts), MetService has found that 24 hours advance notice of an
impending storm is about right. Mindful that many people make travel plans just before New Year, MetService
also went into ‘CYCLONE WATCH’ mode a few days before the first warning was issued.
As a cyclone heads to New Zealand from the tropics, it unravels and becomes less compact. Areas of peak wind
and rain tend to do their own thing in response to the surrounding weather systems and terrain. Although the
cyclone centre and its track is what the situation reports concentrate on (as a point of reference), it is important
to remember that the peak wind and rain areas are straying from the cyclone centre and from each other. Each
cyclone is different, but normally the peak impact of rain affects that part of New Zealand with mountains and
on-shore winds, and the peak impact of wind may be in another area (normally about the coast and where there
are gaps between hills). Early warnings relating to an incoming cyclone usually cover large areas with high
amounts of potential wind and rain. The stress here is on the word potential – only a few parts of the regions
mentioned will receive the full potential of the cyclone.
With FERGUS rain forecasts lived to their full potential on the Coromandel peninsula. With DRENA the clouds
holding torrential rain managed to stay over the Tasman Sea, but the wind lived to its expected potential over
the Auckland area.
In Thames many things came together to produce the over-topping of the sea wall.
Earth was closest for the year to the fun on January 2nd; there was a new moon on the 9th and moon was closest
for the month to earth on January 10th. These tidal forces combined to raise Thames sea-level by 3.5 metres,
one of the highest tides of the year, between 9 and 10 am on Saturday 11th. At this time peak wind and rain
from DRENA had already ‘been and gone’, but the lowest air pressure Thames got from DRENA arrived with the
high tide. This pressure was 997 hectopascals, only 15 below average; only capable of raising the sea another
12 cm or .15 metres, not enough to explain the over-topping. The most significant factors were the shifting
winds and the shape of the Hauraki Gulf. During the previous evening the peak winds (storm force) came in
from the northeast, shunting water into the Hauraki Gulf (or holding it back after a very high tide). Overnight the
winds shifted around to a northerly which took the extra sea and herded it in the Firth of Thames, focusing it
towards Thames. Two to three metre waves, whipped up by wind at sea, did not held the situation.
Are cyclones becoming more prevalent?
Although text books say the ‘cyclone season’ in the South Pacific starts November/December, peaks in
February and lasts until April/May, the following table of named cyclones (per decade) shows that the season
seems to be getting longer. True, our spotting abilities increased markedly when satellites were introduced in
the 60s, but the increase in numbers in February and March from the 70s to the 80s is statistically significant.
We are unsure as to whether this is just a phase the planet is gong through, or something linked to global
warming.
Sept
40s
50s
60s
70s
80S
Oct
1
1
Nov
1
2
6
5
3
South Pacific 145E to 125 W
Number of tropical cyclones per decade per month
Dec
Jan
Feb
Mar
Apr
8
17
18
16
5
8
21
30
15
7
13
16
23
19
8
13
23
25
17
13
12
26
37
31
15
May
Jun
2
5
1
Jul
On average a cyclone affects New Zealand ‘every year or so’ with one the size of BOLA about once a decade.
Aug
Tropical cyclones are good news
Tropical cyclones perform a valuable function for the planetary weather. They are fuelled by warm moist air, and
convert this into cloud and rain. Some of the energy released by this conversion is used up as wind, and this
may be damaging but is usually only a nuisance in any one place for a day or so. The rain can be torrential, but
at least it helps flatten the landscape. There is nothing kind about storm surge or over-topping of sea defences
– this is deadliest aspect of cyclones.
The clouds that tropical cyclones take into the mid-latitudes help shift energy around the planet and help
equalize thermal differences.
Tropical cyclones only form in response to a build-up of energy in the tropical seas, and they manage to
dissipate this build-up by sharing it around the world. Without tropical cyclones, energy build-ups may occur
unchecked, perhaps initiating some steady-state extreme which would render part of the planet uninhabitable.
So, in fact, tropical cyclones are safety valves of the earth’s heating system – they prevent the oceans from
overheating. Although frustrating, they are also fascinating.
Dangers of a cyclone
Damaging winds, especially at sea, through narrow straits and around headlands. Flying debris. No food
crops can survive hurricane force winds, the leaves are ripped of the trees.
Heavy and persistent rain. Flooding of low-lying areas washing away bridges. Landslides about the hills.
Heavy swell, surging onto the coast.
A ‘STORM SURGE’ – a rise of the mean sea level caused partly by lower than normal air pressure and
partly by piling up of sea water by strong winds. A storm surge may lift the sea level by as much as a
couple of metres. If this coincides with a high tide then low-lying stretches may be completely covered in
water, and battered by huge waves.
Precaution checklist
Think of the following safety measures when a cyclone is expected:
Tidy up the yard. Store or secure any objects that may fly in the wind.
Move small boats to safety. Check moorings.
Avoid coastal locations that could be swept by storm surge.
Move animal to shelter.
Protect windows (pulling the curtains/blinds is sufficient).
Check torch, radio batteries, tinned food, stores of drinking water.
Top up fuel tanks.
Stay indoors during the height of the storm.
Normally this takes a day or so.
Wind speed guide for use on land
(in kilometres per hour) (remember 3030-6060-90)
Impact of this wind on land
Not significant
kph
Beaufort force
comparison
1-10
Rustle, smoke drifts
Light F0-1-2
10-20
Leaves and small twigs in constant motion, flags flap
Gentle – F3
20-30
Small branches move, raises dust and loose paper
Moderate – F4
The shakers
30-40
Small trees in leaf shake
Fresh – F5
40-50
Large branches shake, whistling heard in power lines
Strong – F6
50-60
Whole trees shake, hard to walk against the wind
Near gale – F7
The breakers
60-70
Breaks twigs, lifts dirt and sand
Gale – F8
70-80
Breaks branches, slight structural damage
Mix of F8 and 9
80-90
Can break commercial signs and chimney pots
Strong gale F9
The damaging winds
90-100
Mature tree in leaf may be blown down, power lines damaged, roofing-iron ripped
off, delays most aircraft
Storm – F10
100-100
Boats break free from moorings, roofing tiles lift, you can lean 45 degrees into the
wind without falling over
Violent storm – F 11
110-120
Blows out windows, snaps power lines, wind sounds like a jet aircraft passing
overhead
Still in F11
120-130
Mature trees uprooted, house roofs lifted, camper vans and billboards flipped,
moving cars pushed off the road
Hurricane – F12
130-140
Capable of lifting people who are slightly built
140-160
Aircraft no longer able to be tied down
160-180
Small cars rolled by wind
180-200
Mobile homes and camper vans destroyed
200-220
Trees of 60cm diameter snap off 30cm above ground
220-240
Rail boxcars pushed over, empty semi-trailer lifted onto single storey rooftops
The strongest wind officially recorded in New Zealand was 204 kph (gusting 261 kph) at Oteranga Bay on the
Wellington south coast during the Wahine storm, 10th April 1968.
A 40 kph wind packs four times the punch of a 20 kph wind.
Winds at sea are usually 50% stronger than winds over the land. For example: A land forecast for 30 kph may
mean winds at sea of 45 kph – marine forecasts are given in knots and 45 kph works out to be 25 knots.
1 Knot = 1.85 kph (double it then take off 15%
15% of it)